DLCS18.6.CD
Citizen of a Digital Culture
Citizen of a Digital Culture
DLCS18.6.CD
DLCS18.6.CD.A
Safety, Privacy, and Security
Safety, Privacy, and Security
DLCS18.6.9
Differentiate between a secure and a non-secure website including how they affect personal data.
COS Examples
Example: HTTP vs. HTTPS.
Differentiate between a secure and a non-secure website including how they affect personal data.
COS Examples
Example: HTTP vs. HTTPS.
Unpacked Content
Knowledge
Students know:
- how to identify a website as secure or unsecure.
- that sharing personal data can be dangerous.
Skills
Students are able to:
- recognize that secure web address begins with "https" and that a security symbol is displayed in the address bar such as a lock, etc.
Understanding
Students understand that:
- any information provided while navigating an unsecure website can negatively affect users.
DLCS18.6.CD.B
Legal and Ethical Behavior
Legal and Ethical Behavior
DLCS18.6.10
Describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.
Describe the causes and effects of illegal use of intellectual property as it relates to print and digital media, considering copyright, fair use, licensing, sharing, and attribution.
Unpacked Content
Knowledge
Students know:
-
that intellectual property refers to creations such as inventions, literary and artistic works, designs, symbols, names, and images.
- that illegal use of intellectual property can cause monetary damages to the property owner as well as fines and jail time for the property thief.
Skills
Students are able to:
- use intellectual property in a manner allowed by copyright, fair use, licensing, sharing, and attribution.
Understanding
Students understand that:
- misuse of intellectual property is illegal and will result in negative consequences.
Vocabulary
- intellectual property
- attribution
DLCS18.6.11
Differentiate between appropriate and inappropriate digital content and the use of that content.
Differentiate between appropriate and inappropriate digital content and the use of that content.
Unpacked Content
Knowledge
Students know:
- at times they may encounter appropriate and inappropriate content.
- what actions to take should they encounter inappropriate content.
Skills
Students are able to:
- distinguish between appropriate and inappropriate digital content.
Understanding
Students understand that:
- not all digital content is appropriate to access and/or use.
DLCS18.6.CD.C
Digital Identity
Digital Identity
DLCS18.6.12
Define digital permanence.
Define digital permanence.
Unpacked Content
Knowledge
Students know:
- that once something is posted online, it can be difficult to remove it.
Skills
Students are able to:
- identify appropriate and inappropriate posts.
Understanding
Students understand that:
- online posts can alter your reputation and limit your opportunities.
Vocabulary
- digital permanence
DLCS18.6.13
Define personal privacy, digital footprint, and open communication.
Define personal privacy, digital footprint, and open communication.
Unpacked Content
Knowledge
Students know:
- that personal information can be divided into the three categories of personal privacy, digital footprint, open communication.
Skills
Students are able to:
- define personal privacy.
- define digital footprint.
- define open communication.
Understanding
Students understand that:
- information is either, personal, part of your digital footprint, or available as open communication.
Vocabulary
- personal privacy
- digital footprint
- open communication
DLCS18.6.CD.D
Impact of Computing
Impact of Computing
DLCS18.6.14
Discuss digital globalization and Internet censorship.
COS Examples
Examples: Software that scans a website for posts about potential threats; a person’s ability to order a product directly from a manufacturer in another part of the world; a student in Africa can take an online math course created in the United States; web-hosting company prevents posting of content.
Discuss digital globalization and Internet censorship.
COS Examples
Examples: Software that scans a website for posts about potential threats; a person’s ability to order a product directly from a manufacturer in another part of the world; a student in Africa can take an online math course created in the United States; web-hosting company prevents posting of content.
Unpacked Content
Knowledge
Students know:
- most information posted on the internet can be viewed by most of the world.
- some countries and companies limit access to information.
Skills
Students are able to:
- identify positives and negatives of digital globalization.
- identify positives and negatives of internet censorship.
Understanding
Students understand that:
- most information posted on the internet can be viewed by most of the world.
- some countries and companies limit access to information.
Vocabulary
- digital globalization
- internet censorship
DLCS18.6.15
Identify emerging technologies in computing.
Identify emerging technologies in computing.
Unpacked Content
Knowledge
Students know:
- how to research for emerging technologies.
Skills
Students are able to:
- gather information about new products.
- share information in a legal and responsible way.
Understanding
Students understand that:
- technology is ever
- changing.
DLCS18.6.GC
Global Collaborator
Global Collaborator
DLCS18.6.GC.A
Creative Communications
Creative Communications
DLCS18.6.16
Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.
Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.
Unpacked Content
Knowledge
Students know:
- how to use a platform to share and inform others of a variety of backgrounds about issues or problems important to them.
Skills
Students are able to:
- publish and communicate as creators of content and information, instead of only consumers of the same.
Understanding
Students understand that:
- being able to communicate effectively and disseminate that information to reach a broader audience is an important part of being a global collaborator.
DLCS18.6.GC.B
Digital Tools
Digital Tools
DLCS18.6.17
Type 30 words per minute with 95% accuracy using appropriate keyboarding techniques.
Type 30 words per minute with 95% accuracy using appropriate keyboarding techniques.
Unpacked Content
Knowledge
Students know:
- keyboard layout.
Skills
Students are able to:
- type 30 wpm with 95% accuracy using techniques appropriate to the device.
Understanding
Students understand that:
- communicating your thoughts and ideas in a short time span, with accuracy, is important.
DLCS18.6.GC.C
Social Interactions
Social Interactions
DLCS18.6.18
Define censorship.
Define censorship.
Unpacked Content
Knowledge
Students know:
- that censorship is the suppression or prohibition of data for any reason.
Skills
Students are able to:
- identify censorship in practice.
Understanding
Students understand that:
- censorship can be used for safety measures and as a control tactic.
Vocabulary
- censorship
DLCS18.6.CA
Computing Analyst
Computing Analyst
DLCS18.6.CA.A
Data
Data
DLCS18.6.19
Track data change from a variety of sources.
COS Examples
Example: Use editing or versioning tools to track changes to data.
Track data change from a variety of sources.
COS Examples
Example: Use editing or versioning tools to track changes to data.
Unpacked Content
Knowledge
Students know:
- how to use time and date stamps to track changes in data gathered over a period of time.
Skills
Students are able to:
- assess how data can change over time.
- identify how data may look different when gathered from various sources.
Understanding
Students understand that:
- the source of data and time when data is gather has an effect on results.
DLCS18.6.20
Identify data transferring protocols, visualization, and the purpose of data and methods of storage.
COS Examples
Examples: Using an online collection tool or form to collect data that is then stored in a spreadsheet or database.
Identify data transferring protocols, visualization, and the purpose of data and methods of storage.
COS Examples
Examples: Using an online collection tool or form to collect data that is then stored in a spreadsheet or database.
Unpacked Content
Knowledge
Students know:
- different transferring protocols are used for specific purposes depending on the data and storage methods.
Skills
Students are able to:
- differentiate basic data transferring protocols from another and various methods of storing data.
Understanding
Students understand that:
- data is compressed and stored in various transferring protocols depending on the purpose.
Vocabulary
- transfer protocols
- visualization
DLCS18.6.21
Identify varying data structures/systems and methods of classification, including decimal and binary.
COS Examples
Examples: Difference between a bit and a byte, bit representation, pixels.
Identify varying data structures/systems and methods of classification, including decimal and binary.
COS Examples
Examples: Difference between a bit and a byte, bit representation, pixels.
Unpacked Content
Knowledge
Students know:
- how to recognize a binary number system including bits and bytes.
Skills
Students are able to:
- identify how binary can be used for bit representation in pixels.
Understanding
Students understand that:
- there are several data structures and methods for classification.
Vocabulary
- data structures
- decimal
- binary
DLCS18.6.22
Summarize the purpose of the American Standard Code for Information Interchange (ASCII).
Summarize the purpose of the American Standard Code for Information Interchange (ASCII).
Unpacked Content
Knowledge
Students know:
- that the American Standard Code for Information Interchange (ASCII) was created to use one harmonious languages for computers and programs to communicate.
Skills
Students are able to:
- summarize the purpose of the American Standard Code for Information Interchange (ASCII).
Understanding
Students understand that:
- without ASCII, there may be no way for programs or computers to communicate.
Vocabulary
- American Standard Code for Information Interchange
DLCS18.6.CA.B
Systems
Systems
DLCS18.6.23
Discuss how digital devices may be used to collect, analyze, and present information.
Discuss how digital devices may be used to collect, analyze, and present information.
Unpacked Content
Knowledge
Students know:
- that information can be presented in many ways.
Skills
Students are able to:
- identify ways to collect, analyze, and present information.
Understanding
Students understand that:
- devices can be used to collect, analyze, and present information.
DLCS18.6.24
Compare and contrast types of networks.
COS Examples
Examples: Wired, wireless (WiFi), local, wide area, mobile, Internet, and intranet.
Compare and contrast types of networks.
COS Examples
Examples: Wired, wireless (WiFi), local, wide area, mobile, Internet, and intranet.
Unpacked Content
Knowledge
Students know:
- networks are used to join computing devices for different needs.
Skills
Students are able to:
- identify the needs satisfied by different networks.
Understanding
Students understand that:
- networks are designed to meet specific needs.
DLCS18.6.25
Differentiate between secure and non-secure systems.
Differentiate between secure and non-secure systems.
Unpacked Content
Knowledge
Students know:
- not all information or websites are secure.
Skills
Students are able to:
- identify a resource as secure or non
- secure.
Understanding
Students understand that:
- part of protecting data includes determining if a system is secure or non
- secure.
DLCS18.6.CA.C
Modeling and Simulation
Modeling and Simulation
DLCS18.6.26
Explain why professionals may use models as logical representations of physical, mathematical, or logical systems or processes.
COS Examples
Example: Students will discuss why an engineer may build a model of a building before actually constructing the building.
Explain why professionals may use models as logical representations of physical, mathematical, or logical systems or processes.
COS Examples
Example: Students will discuss why an engineer may build a model of a building before actually constructing the building.
Unpacked Content
Knowledge
Students know:
- it can difficult, expensive, or impossible to create a system or process true
- to
- scale, therefore professionals often use models or simulations to test theories, plans, or designs.
Skills
Students are able to:
- identify reasons a system or process cannot be easily replicated.
- identify situations in which it is best to use a model or simulation.
Understanding
Students understand that:
- models and/or simulations are used to save time and money during testing phases of projects.
DLCS18.6.27
Explain how simulations serve to implement models.
Explain how simulations serve to implement models.
Unpacked Content
Knowledge
Students know:
- that simulations and models are both representations of a system or process.
- simulations are often digital representations whereas models are often physical representations.
Skills
Students are able to:
- explain that simulations may be used to save time and/or money in representing a process or system.
Understanding
Students understand that:
- typically, simulations are digital representations of a process, while models are physical representations of a process.
DLCS18.6.ID
Innovative Designer
Innovative Designer
DLCS18.6.ID.A
Human/Computer Partnerships
Human/Computer Partnerships
DLCS18.6.28
Define assistive technologies and state reasons they may be needed.
Define assistive technologies and state reasons they may be needed.
Unpacked Content
Knowledge
Students know:
- that people have differing abilities and that technologies exists to aid users in overcoming challenges.
Skills
Students are able to:
- define 'assistive technology'.
- explain reasons one may use an assistive technology.
Understanding
Students understand that:
- being different doesn't have to be a difficulty.
